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Deaf Culture in Zimbabwe: Existence, Reality and Implication for Education

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dc.creator Chimedza, Robert.
dc.date.accessioned 2015-08-03T10:57:15Z
dc.date.accessioned 2015-12-08T10:55:29Z
dc.date.available 2015-08-03T10:57:15Z
dc.date.available 2015-12-08T10:55:29Z
dc.date.created 2015-08-03T10:57:15Z
dc.date.issued 1997-03
dc.identifier Chimedza, R. (1997) Deaf Culture in Zimbabwe: Existence, Reality and Implication for Education. ZBTE vol. 5, no. 1. (pp. 1-12.) UZ, Mt. Pleasant, Harare: DTE.
dc.identifier 1022-3800
dc.identifier http://opendocs.ids.ac.uk/opendocs/handle/123456789/6636
dc.identifier.uri http://hdl.handle.net/10646/2269
dc.description.abstract Most education programs for the deaf in Zimbabwe ignore the existence of the Deaf and make no attempt to use sign language as a medium of instruction. This ignorance is likely to be detrimental to the learning of those deaf children who could benefit from sign language. This paper illustrates the role of Deaf culture in Zimbabwe. It discusses the main components of this culture and the implications they have for the education of the deaf. Whereas sign language features prominently in the discussion, the existence of other methods of communication is critical for the education of all deaf children. A smorgasbord type of education system with a wide range of instructional options to meet the specific needs of each deaf child is proposed.
dc.language en
dc.publisher Department of Teacher Education (DTE) University of Zimbabwe (UZ)
dc.rights http://creativecommons.org/licenses/by-nc-nd/3.0/
dc.rights University of Zimbabwe (UZ)
dc.subject Children and Youth
dc.subject Education
dc.subject Health
dc.title Deaf Culture in Zimbabwe: Existence, Reality and Implication for Education
dc.type Article


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